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Volume 5, Issue 9 (9-2017)
Abstract
The aim of the present study is to design and validate the narrative inquiry curriculum for professional development of student-teachers in Farhangian university. The model of narrative inquiry curriculum is grounded on the theories of Dewey, Bruner, Schwab, Vygotsky, Donald Schön, Clandinin and Connelly. In this model, learning is a reflective practice and experience-based practice. The student- teachers make sense meaning through thinking and reflection on self-experiences of themselves and the experiences of others; They actively learn, acquire knowledge, skills and attitudes through narratives and enhance their professional development. In this study, two main questions were addressed: 1.) What characteristics have a model of narrative inquiry curriculum for professional development of student- teachers? 2.) Is this the model is validated? To answer those questions, a descriptive-analytical method was employed. The model was designed and validated by 20 curriculum experts and teacher- educators. A high percentage of professionalsthe experts, assessed the model and its different parts of it as appropriate.
Mr. Hossein Ghorbani, Dr. Ebrahim Mir Shah Jafari, Dr. Ahmad Reza Nasr, Dr. Mohamad Reza Neyestaniy,
Volume 7, Issue 14 (10-2019)
Abstract
This study aims to designing and validation of internship curriculum pattern based on collaborative autobiography in Teacher Education in Iran. In this research, it has been attempted to first analyze the specialized texts related to the subject, in order to extract the Foundations of collaborative Autobiography, and subsequently the implications of curriculum elements of this kind of internship.In the second step, a researcher-made questionnaire was developed and in order to validate the proposed model, the views of the teachers of the curriculum and the instructors of the internship courses at Farhangian University were used. According to the findings, the desirable implementation of the internship curriculum requires collaborative and multidimensional collaborative and multidisciplinary activities among the students of science, teachers and teachers, and what makes this sense meaning the narratives and life experiences that can be linked to the goals Courses are internships and courses.
Farzane Tari, Marzie Dehghani, Nasibe Tari,
Volume 11, Issue 22 (9-2023)
Abstract
The purpose of this research is to identify the factors affecting the choice of humanities field. Parallel to this aim, the narrative-research method of the autobiography type was used. The source of data was the researcher's memories and narratives during his studies. Data analysis was done according to thematic analysis. In total, four main themes (educational, individual, family and environmental factors) and 19 sub-themes in two axes were identified. Findings in the first section include not belonging to school, the role of teachers, the effect of academic grades, academic guidance, achieving successful results, possessing literary talent, fear of failure, purposefulness, interest and desire, Family support, family educational background and Career prospects. Also, in the second section, obtaining successful results, receiving positive feedback, forming an identity, reducing motivation, doubt, parental satisfaction, high expectations, and misconceptions were obtained, which indicate the positive and negative consequences of this choice.
